From all the language we know as educators, the notion of indoor shoes and outdoor shoes is unique, shared knowledge. People even in our families may find it rather odd that this is a shared practice and we know how to do it and we remind students to learn this also.
The mud, the slush and the snow from outside do not need to come inside. This we know.
The Uncertainty of These Times
As we approach the summer break, many of us are unsure of what our September is going to look like in terms of employment and where we will be, there doesn’t appear to be much possibility of rest for all of us in identical ways.
Every life has its own burden to carry.
These past weeks have been filled with heavy thoughts and many questions for colleagues. One finds oneself unable to help beyond listening and hoping perhaps that is enough for now.
Some colleagues with whom I have been connected with in these times have exuded more grace than the circumstances (and people) around them deserve, and I am in awe of their steady footsteps.
Sometimes I get an email or message with good news and I am thankful for that.
In the midst of it all, I think one small choice can make a big difference: try try try to leave the burdens at the door so you can find some pockets of rest calm and peace.
Leave the shoes outside the door so the dust and grime of the day doesn’t follow you inside.
I wish you rest and positive possibilities in the months ahead.
May the summer be safe and restful.
Magenta Clematis, June 2026
May September be strong.
With You, In Solidarity.
Rashmee Karnad-Jani
P.S: Attend All Member Meetings and call your local to learn more. More information is shared on https://www.etfo.ca
Years ago in graduate school, specifically in my MEd programme at York University, I had taken a course on Gender, Race and Social Class especially because the last concept was important to me.
I’ve always known that class is the secret ingredient of oppression in addition to and intertwined with the BIG ones.
Social class always worsens the other oppressions that people experience.
One of our assignments was observing public pedagogy how do you spread a message in society and connect with people about what matters most? At the heart of my learning, this was my takeaway. We can have plaques and posters, hashtags and bumper stickers.
Public Pedagogy is just a big word for “talking to people” and talking to people is an excellent and sustainable way of influencing ongoing action for social justice in education.
How I Was Raised Informs How I Show Up
At the All Members Meeting at our local on June 4th, President Mastin reminded us that the complexities of communities is a key factor. We know this based on how our working conditions are impacted by the needs and strengths of the communities whose children are in our classrooms.
Some children have less.
Some children need more.
A gift card of 750/- does not make this reality go away.
I know about social class from living in a monochromatic demographic in all the cities I’ve lived in and travelled to in India. So I know what I’m talking about.
This knowing comes from being taught to notice and name. It comes from being invited to feel the discomfort of observing social inequities.
It mainly and above all comes from being raised by parents who reminded me: “Rashmee, look around you. What do you see and who has less than you do? What can you do to change this?”
A Sunny Breezy Saturday Morning
So here’s what happened this Saturday morning.
A neighbour is getting some work done in their backyard and the contractor pulled in to the street. I don’t usually see them as I’m at work long before this time.
Is That Your Sign?
Lawn Sign That I Picked Up at Our Local’s All Members’ Meeting.
The gentleman pointed to this sign and asked what’s now the subheading above.
“Yes”, I replied.
“That’s very important to speak about and stand up for”, he commended.
I moved the conversation further, or what’s a weekend for? (A little Robert Browning inspiration there).
“Do you see here”, I asked… “It’s all the unions who represent who work in publicly funded in education.”
“Oh, I didn’t know that”, he responded. “My wife is a retired teacher. All of us need to talk about this.”
Deepening The Dialogue
Then I offered, “Would you like a lawn sign? I have some in my car”
“Let me check at home. I’ll knock on your door if I’d like one”, he said.
“I’m at work on Monday. I’ll leave one for you on the porch before I leave.” I offered.
I also mentioned that I also have a button if that’s preferred.
Theory to Action
My public pedagogy course was in 2011. It is the doing of it that matters in the everyday work.
Whether with an ETFO YR banner at the Markham Cricket Academy ground thanks to the initiative that came to fruition through our Political Action Committee, or this conversation as I was outside, I continue to convert the theory into action and I am inviting you to join me.
Why Should I Care?
… people may ask us if you like me, walk through your spaces wearing your red shirt on weekends.
This Is What I say
I understand your question.
My children aren’t in school anymore.
Not everyone in our communities is a parent.
But we all know children, we know of children.
I say this because James Baldwin reminds us of this:
“The children are always ours, every single one of them, all over the globe; and I am beginning to suspect that whoever is incapable of recognizing this may be incapable of morality.”
Walk With Me, Fellow Traveller
Take one small step with me.
Talk to just one person.
Then one more.
Then one more.
Because…
Talking to people matters.
Making this work a human connection matters.
Reaching out with a “would you like a button” matters.
Publicly funded matters because children matter, families matter, educators matter.
It is May and things are getting busier. Spring is being elusive. Dawn is dark and a bright day may end with a dull dusk.
At this time, more than ever, when the waves of “What Just Happened in Ontario’s Education?” dash over me, I need something to look forward to and hope for. As do you, I am sure.
What always makes me smile on this podcast is listening to the voices of students because that is how each episode begins. This makes me sit up straighter and realign my purpose with the possibilities I can catalyze with students, colleagues and families, directly or indirectly.
A Recent Podcast
One such episode that is extremely important especially as we move through May and June is the conversation on why we (must) organize for public education. It features the keynote speaker from ETFO’s Political Action Conference Dr. Lana Parker who speaks about protecting and defending public education. The title is “Why We Organize for Public Education
Key Points of This Podcast
Dr. Lana Parker holds a PhD from York University in Language, Culture and Teaching. Her research and writing focus on ethically informed pedagogy.
The podcast highlights the reality that the underfunding of public education in Ontario did not happen suddenly and has “accumulated and accelerated over time”.
Beginning from Mike Harris’ government in the mid-1990s when Board funding models were changed there has been, Dr.Parker says, “a slow erosion of the education funding envelope”.
The podcast also highlights some effects of under-funding such as staff shortages, the nudge towards fundraising that school communities experience to make up the shortfall, the backlog of professionals such as support educators educational psychologists and other registered health professionals, as well as a decline in experiential learning and the arts.
A demand for fees for extra curricular activities that make such important opportunities inaccessible for students based on their families’ means which widens the gap for their well rounded schooling.
Educator burnout (we know this)
What stood out for me was the introduction of a critical idea of responsibilization → where beyond what you are responsible for, educators are made responsible for things that are out of our control due to underfunding.
Responsibility →→ →→→→→→→→→→ →→ →→ Responsibilization (In this gap lie emotion, fatigue etc.)
The fatigue comes from being pulled between what one can do and what one is tasked to do due to underfunding.
While there is talk out there in general about education cuts it is not until you type in the name of a neighbourhood school and see the numbers, does this harsh reality connect differently.
Although my children are no longer in school, I entered the names of schools in my neighbourhood.
I sat and looked at the screen for a long time.
These are my neighbours’ children and grandchildren, these are the students who ride their bikes and wave to me as I walk in the park, these children are the future.
What Can You and I Do?
We can show up. We can participate. We can invite others to join us.
You do not have to wait long because All Member Meetings are happening.
All Member Meetings
Find Your Meetings here, register to attend as needed, do tell your colleagues and friends from across the province, share on socials.
If you are a member of my ETFO local, I will see you there.
It is February already! Since September, it has felt as if the school year is taking huge strides that go from one Friday to the next.
In the midst of this hectic pace, I am delighted to share the Welcome to ETFO booklet for members in their first 5 years
it is very easy to follow even in your busy work day or after work with a cuppa.
Layout of the Booklet
I especially connected with the layout of the booklet because right on the first page is the link events.etfo.org Here, you can access information about programs and conferences that support members’ understanding of ETFO, to support your involvement and leadership growth.
Then, some key programs and upcoming dates are listed.
Upcoming Programs in the Welcome to ETFO booklet.
The next page has some key messages that guide the work of our union. I am sharing below a small section of each of the following.
ETFO Equity Statement: It is the goal of the ETFO to work with others to create schools, communities, and a society free from all forms of individual and systemic discrimination.
ETFO Human Rights Statement: Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human Rights Code and are illegal. The Elementary Teachers’ Federation of Ontario will not tolerate any form of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local Federation sponsored activities.
ETFO’s Equity Initiatives: ETFO is a union committed to social justice, equity, and inclusion.
Definition of an Anti-Oppressive Framework: An anti-oppressive framework is the method and process in which we understand how systems of oppression such as colonialism, racism, sexism, homophobia, transphobia, classism, and ableism can result in individual discriminatory actions and structural/ systemic inequalities for certain groups in society.
ETFO Land Acknowledgment
ETFO’s Land Acknowledgement
Letter from Your President highlights that ETFO is the largest union representing teachers with 84,000 members. In the inspiring and warm message this reminder stands out: “Your current central collective agreement expires on August 31, 2026. Preparation for the next round of bargaining is well underway. ETFO has established class size as a significant bargaining issue. Look for our Smaller Classes, Big Difference campaign advertising in your community and help spread the word to ensure the public is informed and engaged in our fight for students.”
The table of contents lists the different sections that are hyperlinked for easy access.
I highly recommend staring here because “How your union works for you” is a very important section that you need to remember and also share with colleagues even if they are not in the first 5 years of educational work within ETFO.
The booklet reminds you that, “You will need your ETFO ID number to register. If you do not know your number, please contact Member Records at memberrecords@etfo.org or 416-962-3836/1-888-838-3836 extension 3806.”
Did You Know?
As per the provincial guidelines of ETFO, “the costs for member release time, travel, meals, and accommodation are covered for these conferences.” Do check out the programs and conferences that support your goals and sign up!
I am sure you will find lots of connections with the material shared in the Welcome to ETFO booklet.
Please ask at least two people if they have read it and please share widely.
Although this booklet is addressing members in your first years, there may be many who have worked longer and have not had the opportunity to access all the resources and information. It is never too late.
Progress reports have gone home and we are moving through the school year. I hope you are well and are taking care of yourselves.
I’m Here Now
I used to do other jobs before, as a Grade 7-8 science teacher, then SERT in the Grade 6 to 8 years, then K-3 teacher etc. But I am here now. I do not have a classroom of my own is one way of looking at it. Another way, is to think that all classrooms into which I am invited are my teaching-learning spaces too.
I am here now. This is one such recent memory of being in the moment, teaching and learning.
One Monday Morning Recently
As with every stage of life when things change I remind myself that I’m here now so there’s more looking ahead with hope and anticipation than looking back with nostalgia. It was Monday morning and I was in a Grade 2 classroom at the farthest school on my list. I’d not been in this classroom before though I’ve met the students in Grade 1.
What Did You See Today?
On my drive, as I travel up from the southern end of the region, I see the land change and I see horses.
When I’d worked with them then, they’d asked me “where do you live?” And when I’d shown them the general area, some of them had asked, I remember “What did you see on your way up?”
Something Lost, Something Gained
I remember when my younger child learned to read I had felt as if a part of my life changed forever. So also, as I’ve missed this part of a classroom teacher’s job since 2020. In the early days I remember I used to look through picture books and think “oh that’ll be great to read aloud” and then I’d remember that I didn’t have my own classroom anymore. It took time to get used to the idea that it’s possible to belong nowhere yet be a part of everywhere.
The Book
The book I’d chosen was one I have liked as a reader as well as an educator. Friends and colleagues had read and recommended it to one another over the years. That said, I encourage all readers to consult your school board’s Text Selection and Guidelines.
The colleague who’d invited me and I had decided I’d bring a book to read, I’d introduce myself and I’d review her expectations chart… you know how the routine goes.
I did the first few things and as I took out the book the students said, “We’ve read this book before.”
So Let’s Think Differently ( I thought)
I always carry a few copies of copies of picture based prompts for exactly such a moment . I handed out the cards and began to read. I asked the students what they could see in the pictures as I read and what they could tell from their previous reading. They were eager and listened, then responded.
We read together, we noticed some things, we commented on some things, we made connections.
Then a student asked “do you have these cards for our class?” “Yes, I do”, I said and I left a spiral bound mini version with him.
Previous Connections
Although I recognize students from previous years I don’t crowd their space and place when I meet them again. But after giving the student these cards, as I was moving away, I was stopped with a soft tap on my wrist.
“I remember you”, the student said softly. You come from far away and you see horses on your way to our school ”
“Yes, I do”, I replied.
It appears that “All Are Welcome” wasn’t just the title of the book I’d chosen.
It was also my experience in this classroom. For such moments, I am deeply grateful.
I want to invite you to write back directly (if you know me outside this space) or through this space to share what you see that welcomes you into your teaching and learning spaces.
The school calendar marches on. As I write this post, progress reports are being read, revised and will be shared soon. Interviews with families will be coming up in a few weeks. Even as I remember those days and the rich discussions of those times, now I find joy by walking alongside colleagues.
I see how busy it right now in the work spaces where we spend our days. Hallways, classrooms, school yards… everywhere. Sometimes it feels as if Friday to Friday is one chunk of time and it’s as if on the last day of the work week, I am able to exhale when I hadn’t even realized I was holding my breath.
This Friday, after work, I checked my phone before putting it away for the night. A friend was checking in. This special person is a kind human being who in addition being a passionate and caring educator diligently shares spider plants with me regularly which in spite of my green thumb haven’t lived past the six month mark. I value this friendship greatly!
A Friday-evening check-in from a friend
How Does One Respond?
We often ask each other this question, don’t we? “How is everything?” We ask because we care but is there time to share all the ups and downs of the day when you and I know the person who’s asked has their own load to carry?
Perhaps you’re thinking “Rashmee, three posts ago you’d said if you get wobbly reach out to someone.” Yes, I had and that’s possible but there’s a time to share and a time to say “all is well”. Also, in that moment at the end of the week, we need to set down the day and rest. Imagine if one truly took up the question “how’s everything?” and poured ones heart out to people who ask. What would one say?
So here’s something I do: I remember that everything is what I make of it really. Everyday a goal I set for myself is to leave each space just a little better than I found it, even if it’s through a five minute interaction or a one hour consult. Then I let it go. This is a skill that I practice everyday, because without that I’d be less efficient and empathetic in my work.
Learning Together
Especially when the school year goes from week to week, the importance of staying well informed cannot be stressed enough. More so, when it’s time for decision making, voting for important matters to move forward, it is important that we as members know what has been going on around us even as we focus on what is going on within us and between us.
Elementary Teachers’ Federation of Ontario – Labour Movement has a rich history and there is a book called “Class Action: How Ontario’s Elementary Teachers Became a Political Force”. I enjoyed reading it and wrote a review about it in ETFO’s Voice. Check it out. Who came before us? What did they fight for? What are we working towards for those who walk alongside now and what do we leave behind for those who come after us? These are key questions that I invite you to think about.
Many years ago, I think in 2011, I went looking for support from a released officer at our local, through a phone call after a long and heavy day. I recognize that moment as the turning point because since then, my participation in ETFO’s activities through reading, sharing, writing and volunteering increased exponentially. I also do something I call “holding the door open”: I invite others to connect with elected members within our local and build relationships so that they are not alone.
So, this week, while leaving many thoughts and wonderings behind on a Friday evening, I decided to do something as it was my pre-Winter commitment: I connected four friends to the released officer of our local via email – with permission of course. They may not need anything right now but when they do, they know whom to contact. Small steps matter.
The Social Organization of Knowledge
The social organization of knowledge (how we share information through informal networks and make it relatable to our contexts) is critical because it strengthens us as individuals and as a collective.
When we are connected with one another in times of calm, it strengthens how we stay on the path of solidarity in challenging times.
There is a saying in in Konkani, my mother-tongue “ One doesn’t dig a well when one gets thirsty”. So, let us dig a well before we need to. Do check out the resources I have shared and let us find one another.
What next?
This is my fourth conversation with you. Thank you to all who have responded to the writings with your connections, memories, a single sentence – all of which are precious for me.
I’d love to hear from you about topics that interest you.
What are you thinking about? What do you want to write about when you decide to step into this space? What do you want me to write about?
Unionism, labour, and advocacy have long been pillars of social progress, particularly in the education sector in Ontario. These elements are crucial in ensuring fair working conditions, equitable access to education, and protecting educators and students. Through the years, significant changes and social movements have demonstrated the power of collective action in shaping Ontario’s education system.
The Elementary Teachers’ Federation of Ontario (ETFO) is at the forefront of unionism and advocacy within Ontario’s education system. Since 1998, ETFO has been instrumental in championing educators’ rights, advocating for equitable education, and ensuring that Ontario’s public education system remains robust and accessible. Through its persistent efforts, ETFO has become a cornerstone of progress, demonstrating the power of collective action in creating a better future for educators and students alike.
ETFO was formed by amalgamating two former teacher unions. This unification marked a significant moment in Ontario’s education history, creating a single, powerful voice for elementary educators across the province. ETFO quickly established itself as a leading advocate for teachers’ rights, negotiating contracts that secured better wages, improved working conditions, and greater job security for its members.
One of ETFO’s early successes was challenging the educational reforms introduced by Premier Mike Harris in the late 1990s. These reforms, which included funding cuts, larger class sizes, and standardized testing, were met with strong opposition from ETFO. The union organized protests and strikes, rallying educators and the public against policies that threatened the quality of education. ETFO’s resistance was crucial in raising public awareness and influencing policy changes that benefited teachers and students.
ETFO’s commitment to equity and social justice is central to its mission. The union has been a vocal advocate for inclusive education, ensuring that all students, regardless of their background, have access to high-quality education. ETFO has championed integrating anti-racism and anti-oppression training in schools, recognizing the importance of addressing systemic inequalities within the education system. For example, ETFO has been instrumental in promoting Indigenous education and supporting the implementation of the Truth and Reconciliation Commission’s Calls to Action within Ontario’s schools. The union has also been at the forefront of pushing for increased resources and support to ensure that every student with disabilities has the resources and support needed to succeed.
ETFO has always focused on educators’ well-being. With over 83,000 members, the union has launched campaigns to address teachers’ mental health challenges, recognizing that a healthy, supported workforce is essential for providing quality education. ETFO’s advocacy in this area has led to the introduction of mental health resources and support for educators across the province.
In recent years, ETFO has continued to lead the fight against austerity measures and funding cuts that threaten Ontario’s public education system. The union’s ability to mobilize its members and build alliances with other stakeholders demonstrated the enduring power of collective action in achieving positive outcomes for educators and their students.
ETFO’s history and achievements underscore the critical importance of unionism and advocacy in Ontario’s education system. As challenges continue to arise, from funding cuts to the push for greater inclusivity, ETFO’s work is far from finished. The union’s success in defending the rights of educators and advocating for a just and equitable education system serves as a powerful reminder of what can be accomplished through collective action.
For all educators in Ontario, the call to action is clear: being a part of the union labour movement is not just about securing better working conditions; it’s about being part of a larger effort to protect and enhance the quality of public education for future generations. By standing together with ETFO, educators can continue to advocate for the resources, policies, and support necessary to ensure that every educator and student in Ontario has the opportunity to succeed.
Add your voice to a powerful movement dedicated to fairness, equity, and excellence in Ontario’s schools. The union’s strength lies in its members, and with every active and engaged member, ETFO becomes an even more formidable force to defend the rights of educators and the well-being of students across the province.
[Video: Get Involved Featuring Amanda]
[Video: Get Involved Featuring Mark]
[Video: Get Involved Featuring Fionn]
[Video: Get Involved Featuring Jeishan]
[Video: The power of solidarity: Two perspectives on building labour power]
Five ETFO members share their perspectives about the union and their engagement within it in an interview. Here is what they had to say.
Question 1: What would you say to new teachers about ETFO?
ETFO is the union for elementary teachers that advocates and protects our teachers’ rights. Get to know your union. Get involved early! You are your union and so many opportunities are available for new teachers. Grab a friend and show up to something local or provincial. Make sure ETFO has your contact information and stay connected to your Local. ETFO sends out lots of valuable information, but your Local should be your first call for clarification and support. Know your union and get involved.
Question 2: What benefits or advantages do you feel you have gained from being a member of ETFO? The collective strength of the union. Access to information and resources to help inform my practice as an educator.
Deep learning, meaningful connections with educators all across Ontario. Collective Bargaining is so important, especially when faced with systems that don’t show value for teachers and education. The government can talk about how they promote education, but their actions and budgets do not reflect this. Support and knowing my rights are protected as an educator is a crucial benefit of being a member of ETFO. ETFO fights for my rights as an educator and for the rights of my students in the classroom.
Question 3: How do you perceive the role of your union in advocating for your rights and interests as a worker?
I feel that we receive support from our union as required. The union represents you and your interests as an educator. Overall, I feel the union advocates for the rights of teachers, however, the issues are so complex and a proactive attempt to initiate change in the education system is underway. I believe the union is doing what it can with what it can when it comes to advocating for the rights and interests of its 83000 workers. I believe the union’s role is upholding the collective agreement and advocating for better working conditions for their workers. It is the most important of its jobs.
Question 4: What ETFO activities/programs do you most look forward to yearly? ETFO workshops are very educational and supportive of teachers’ needs even when we don’t know what our needs are. The Annual Meeting in Toronto and the Professional Learning offered create space to meet meaningfully with fellow teachers across the province. I also look forward to the events and workshops provided by my Local. Learning from/with racialized and marginalized educators wherever the opportunity presents itself in ETFO’s programming challenges my thinking and enables me to refine my teaching practice each year.
Question 5: If you could describe ETFO in one word, what word would you choose and why?
Supportive. Layered. Evolving. Responsive. ETFO is there to help educators through each ebb and flow.
Get to know your union today, and be a part of “safeguarding public education in Ontario and ensuring all students have access to high-quality public education, as we address inequities in all parts of society, ETFO takes action” (ETFO Action, 2023).
This post has nothing to do with trade unions other than for me to publicly reiterate how important they are in the fight against oppressive, racist, exploitative, and elitist status quo economic structures. The golden rule has nothing to do with who has the gold getting to make the rules. It’s about treating others with the dignity and respect regardless of station or social status. I’m writing about labour as a positive antithesis to any entitled money addled capitalist con-drones deign to read something on a site other than Truth or Rebel media not something that is maligned for seeking acknowledgement and fairness for professionalism and hard work.
Now back to the regularly scheduled post already in progress.
Labour is in interesting word. It has roots in Latin (labor)* and can be a noun, adjective, and or verb. Labour is a clear description of subject and action. In many ways, labour encapsulates everything we know as educators. Teachers, like labour are nouns and verbs. We are subject and predicate. WE are purpose and passion in perfect action. It must be the sunshine or the good vibes of April that have me reflecting like this because lately there has been so much good happening all around in education, and it is outshining everything else on the horizon.
Since September until now students have been participating in competitions ranging from robotics, chess, athletics, and skills(animation, construction, media arts – to name a few). To no one’s surprise they are coming back energized from their experiences – teachers too. It was as if the void of the past 3 years are truly being left behind now as we focus our labours on the present and future. With so many positives happening in schools I think it would do us all good to share more of the good news going on as a result of our collective labour(s).
In my last post loves I share about all the good things going on in my school right now, and how we need to hear/see more of the positives happening in our profession rather than nonstop negative narratives from non-educators intended to devalue the work we do each day. This got me weighing what gets shared and how it get shared when it comes to all of the good news going on in classrooms. Is once a week per classroom enough? Is everything worth a post? I have to believe these decisions lie ultimately with the individual educator in accordance to privacy policies. What we have to avoid in one breath is making it performative and in the other feeling like we are not doing enough when we choose not to share.
I know that many schools and teachers use Twitter/Instagram accounts to various extents myself included. Typically, I have tried to post moments of levity from the classroom or positive support for fellow educators doing and contributing great things via #onted. When it comes to sharing, student work is the focus while they themselves are blurred in any images shared. I have found that the Prisma app installed on my smartphone is far better than sticking emojis on all the faces.
When it comes to resources I am always open to sharing freely and give mad props to other educators doing the same. I especially love sharing any TED Ed lessons that I’ve created, and am happy to respond to educators looking for ideas. As you grow your PLN on social media, you will find lots of like minded and generous educators doing the same with their work.
Whether it is on ‘socials’ or shared with the amazing staff in your building, it becomes very clear that our dedication and labour on behalf of our learners is what we all need to see more of in our feeds. Our labour(s) are worth celebrating in and out of our classrooms.
*The Latin etymology for labor is obscure: the noun may be related to the verb lābī (which has a long ā ) “to move smoothly, slide” (commonly with implication of downward movement). Lābī in its turn may be related to labāre (with a short a in the root syllable) “to be unsteady on one’s feet, falter, totter.” via dictionary.com “Middle English, from Anglo-French labur, from Latin labor; perhaps akin to Latin labare to totter, labi to slip” via merriam-webster.com
As a new teacher, back in the day, the idea of being a part of a union was fairly new to me. I had very little idea of what unions do and how they support the professional and mental well-being of people like me. I recall hearing varying opinions about ETFO, as a union body, as well as learning about some of the ways colleagues interacted with their local and/or provincial union. However, I wanted to find out for myself what my union was all about, what they could do for me and what I could do for them.
A personal story: My very first interaction with my union came at a very pivotal point in my career. My first job in 1999 was as a LTO teacher in Toronto. It was shortly after the amalgamation of the six cities into one mega city, and many of the administrative roles and responsibilities at the various board offices were still going through reorganization. After working for a month, I realized that I wasn’t getting paid and my bills were piling up. Though I submitted all the necessary paperwork and documentation to the board on time as directed, apparently I was nowhere to be found in their payroll system. Every time I called payroll to find out what was going on, I was redirected to someone else based on my last name. At one point, I was told that I was calling the wrong board office and was given another number to call. Apparently that person was out of the office and no one else was able to respond to my issue at that time, so I was given another number to contact, and so on and so on. This continued for another two months and I had no idea what else to do to solve the problem. One day, I shared this issue with a colleague, who happened to be our school’s union steward. She gave me instructions on how to contact my union with all the necessary information and documentation of my issues with getting paid. I contacted the union and, to my surprise, the very next day I got an emergency cheque from the board. Two weeks later my regular pay was deposited into my bank account and I have had no issues with payment ever since. That was my introduction, and the start of a great partnership, with my union and the connection has grown stronger over the years.
As I got more involved in the union in my role as union steward, volunteering on various local and provincial committees, attending ETFO’s annual general meetings as a delegate and representing ETFO at the Canadian Teachers’ Federation (CTF) Project Overseas program, I began to learn a lot about why union matters. I learned that ETFO not only fights for better wages and working conditions of its members, ETFO fights to improve equitable access to publicly funded public education. ETFO also advocates to ensure that members’ working conditions are safe and free from harassment and oppression. I also like the fact that members have access to professional development and quality teaching resources and support to ensure high quality student learning and achievement. I believe in a strong partnership between the union and the school boards across Ontario. A strong partnership would help to ensure that members feel safe at work and students receive high quality education in an equitable and inclusive environment.I know that not everyone might have had the same experience with their union as I did, but what remains true is that, together, our union makes us strong.
For more information about your union, visit: ETFO
